Platform device or measuring tool and instruction system

ABSTRACT

A device or system including an assessment device with a body with a top surface ruled with a pattern to or instruct students in their parts during a physical position or movement between different positions, such as may be learned in a class or virtual class. The rulings include vertical lines and horizontal lines at various spaces, spacings, and intersections.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation-in-part of U.S. Non-provisionalapplication Ser. No. 16/505,561, filed on 8Jul. 2019, pending, and thisreference to that application incorporates its entire contents.

BACKGROUND OF THE INVENTION

The following includes information that may be useful in understandingthe present disclosure. It is not an admission that the informationprovided is prior art or material to the described or claimed inventionsor any publication or document expressly or implicitly referenced isprior art.

FIELD OF THE INVENTION

The present invention generally relates to a flexible or rollableplatform device or measuring tool for a coaching or instructionassessment system.

DESCRIPTION OF RELATED ART

Many individuals exercise in stretching, karate, tai chi, calisthenics,or any floor or mat exercises. Each of these types has a sequence ofmovements or stances associated with it. These movements can vary fromsimple movements to complex movements. With each movement, a student'sbody parts (e.g., arms, hands, legs, feet, hips, head, or torso) shouldbe placed in a specific sequence to achieve the correct stance tomeasure the student's movement in each movement. To ensure that thisdesign decreases or eliminates ergonomic risk factors, the rapid entirebody assessment (REBA) is used to test the tool's effectiveness. Asuitable solution is desired.

This platform allows the instructor to assess their students' movementswhile participating in instructional classes and allows the student toassess their movements while participating in a virtual instructionalclass. Without this platform, it is challenging to conduct suchinstructional classes. This platform guides the participant during theinstructional class and helps the instructor assess the student. Thisplatform makes it easier for the participant to follow and engage in theinstructional classes. A suitable solution is desired.

US Pub. No. 2014/0007345 to Ali Hasta relates to posture-assisted yogamats and towel. The described posture-assisted yoga mats and towelsinclude apparatuses and methods for assisting users in aligning andplacing limbs to perform various yoga positions. Apparatuses and methodsdisclosed comprise a towel or mat having markings (e.g., lines, dots,circles, or any other indication) to help a user align and place theuser's limbs. Some markings can measure distances as some markings are apredetermined distance apart.

BRIEF SUMMARY OF THE INVENTION

Given the preceding disadvantages inherent in the known exercise art,the present disclosure provides a novel device. This disclosure providesa device such as a rug, roll, mat, towel, cloth, or the like, includingrulings for assessing the student's movements based on ergonomic factorswhen performing movements or a sequence of movements correctly duringkarate, tai chi, fencing, dancing, calisthenics, yoga or pilates.

The disclosed workout platform has a guidance device with a body with atop surface having rulings. These rulings include three full-lengthvertical lines (FLVL), left, right, and middle FLVL, wherein the middleFLVL divides the left side of the guidance device from the right side,the left and right FLVL are arranged symmetrically with respect to themiddle FLVL, and the left FLVL is arranged asymmetrically with respectto the left side of the guidance device, and three full-lengthhorizontal lines (FLHL), far, near, and middle FLHL and a bottomsurface, wherein the rulings are adapted to provide body positiontargets to the user. In some versions, the rulings are adapted toprovide student performance data to an instructor.

The middle FLHL ruling may divide the far half of the guidance devicefrom the near half. In some versions, the FLHL are arrangedsymmetrically with respect to the middle FLHL and the near FLHL arearranged asymmetrically with respect to the near half of the guidancedevice. Additionally, a device may have auxiliary FLHLs between the nearFLHL and the middle FLHL.

In some versions, the rulings further comprise first movement rulingssymmetrically spaced from the middle FLVL, such as the first movementrulings are spaced 4″ from the middle FLVL and labeled with a totaldistance between the rulings. In these or other versions, the rulingsmay also set out second movement rulings symmetrically spaced from themiddle FLVL, such as the second movement rulings are spaced 3″ from themiddle FLVL and labeled with a total distance between the rulings. Theplatform may have rulings with two FLHL asymmetrically located in thefar half of the guidance device. And the platform may contain additionalrulings, such as another FLHL in the far half of the guidance device.The near half of the guidance device may have two or three FLHLasymmetrically positioned, as well. In some versions, one of the FLHLlocated in the near half is located 12 inches from the bottom edge andone of the FLHL is in the near half is located 17 inches from the bottomedge.

BRIEF DESCRIPTION OF THE DRAWINGS

These figures illustrate various exemplars of the disclosed device ormethod.

FIG. 1 is a top perspective view of the discloses system.

FIG. 2 is a top view of the system of FIG. 1.

FIG. 3 is a top view of another version of the system of FIG. 1.

DETAILED DESCRIPTION

The present disclosure relates to a measuring device for assistingstudents or users in practicing body positions or stances. It alsoallows an instructor or teacher to assess the correctness of the bodyposition or stance and give specific corrections. The device alsoprovides rulings on the surface that can be felt by the student's hands,head, or feet, not just seen.

FIGS. 1-2 various views of a platform or system 100. FIG. 1 shows aplatform or system 100 according to an embodiment of the presentdisclosure. As illustrated, the platform or system 100 may include ameasuring device that may include a platform or mat-like substrate. Thesubstrate has real or artificial, cork-, leather, fabric-, plastic-,rubber-like materials or similar materials in some versions. System 100includes body 112, having a top surface 114 with rulings 116 forming a(functional) platform or system: an assessment platform. The rulingsallow participants to measure their movement and provide a guide for aninstructor to evaluate the movements, including the correctness of themovements, to give specific or objective corrections, such as “extendyour foot to the further line” rather than “extend your foot ‘a littlefurther”. Body 112 also has bottom surface 118. Top surface 114 andbottom surface 118 oppose each other and together form body 112. Themarkings or rulings 116 include vertical lines and horizontal lines. Insome exemplars, body 112 has a non-slip material. The body 112 may besilk-screen printed, laser engraved, stitched, painted, embroidered, ortexturized onto top surface 114 of body 112. Rulings 116 disposed onbody 112 provides a visual indicator of the relative placement of astudents' body part to the student during the maneuver or placement, andthe instructor afterward, to measure the students' movement. Someversions include braille markings on the rulings to assist a visuallyimpaired person to participate in in-person and virtual classes.

According to a version of the disclosed device, FIG. 2 shows a top viewand measurements of body 112 or system 100 of FIG. 1. As above, theplatform or system100 may include body 112, as described. In someversions, substrate 110 is rectangular and may be 24 inches wide and 68inches long. In these or other versions, substrate 110 may be any usefulwidth or length as desired. Rulings 116 take the form of vertical andhorizontal lines described performed at various positions on substrate110. The series of vertical lines may help a student keep their bodypositioned in relation to substrate 110 and guide placement of hips orfeet to achieve the correct position and help the instructor and thestudent measure student movements. The vertical and horizontal lines mayaid the student in following the class and instructions during theclass. Rulings 116 are functional.

As shown in FIG. 2, the vertical lines comprise a middle vertical line120, a left vertical line 122, a right vertical line 124, and verticalcenterlines 126. middle vertical line 120, a left vertical line 122, aright vertical line 124 extend an entire length of body 112. Thehorizontal lines include a first center horizontal line 140, a secondcenter horizontal line 142, far horizontal lines 144, and nearhorizontal lines 146.

Middle vertical line 120 is positioned such that it defines the centerof body 112 vertically. Left vertical line 122 is positionedapproximately 5 inches from middle vertical line 120, toward aleft-outer edge 160 of the rulings 116. Right vertical line 124 ispositioned approximately 5 inches from middle vertical line 120 toward aright-outer edge 162 of the rulings 116. Middle vertical line 120functions as a focal point for specific movements for instructionalclasses. Left vertical line 122 and right vertical line 124 assist inbody alignment for plank-type exercises. A series of verticalcenterlines 126 extend vertically between the first and second centerhorizontal line 140 and second center horizontal line 142. Verticalcenterlines 126 include a first vertical centerline 128, a secondvertical centerline 129, a third vertical centerline 130, and a fourthvertical centerline 131. First vertical centerline 128 and secondvertical centerline 129 are positioned between middle vertical line 120and left vertical line 122 and extend between first center horizontalline 140 and second center horizontal line 142. Third verticalcenterline 130 and fourth vertical centerline 131 are positioned betweenleft vertical line 122 and right vertical line 124 and extend betweenfirst center horizontal line 140 and second center horizontal line 142.Second vertical centerline 129 and third vertical centerline 130 areapproximately 2.75 inches from left vertical line 122, and firstvertical centerline 128 and fourth vertical centerline 131 areapproximately 3.75 inches from left vertical line 122.

The series of far horizontal lines 144 comprises four horizontalmarkings, including a first far horizontal line 151, a second farhorizontal line 152, a third far horizontal line 153, and a fourth farhorizontal line 154. first far horizontal line 151 is positionedapproximately 12 inches below a top edge 158 of the substrate 110.Second far horizontal line 152 is positioned approximately 2 inches fromfirst far horizontal line 151. third far horizontal line 153 ispositioned approximately 2 inches from second far horizontal line 152,and fourth far horizontal line 154 is positioned approximately 2 inchesfrom third far horizontal line 153.

The series of near horizontal lines 146 comprises four horizontalmarkings, including a first near horizontal line 170, a second nearhorizontal line 171, a third near horizontal line 172, and a fourth nearhorizontal line 173. Fourth near-horizontal line 173 is positionedapproximately 2 inches from a bottom edge 157 of the substrate 110.third near horizontal line 172 is positioned approximately 2 inches fromfourth near horizontal line 173. second near horizontal line 171 ispositioned approximately 2 inches from third near horizontal line 172,and first near horizontal line 170 is positioned approximately 2 inchesfrom second near horizontal line 171.

Considerations such as student preferences, design preferences,structural requirements, marketing preferences, cost, availablematerials, technological advances, etc., may show other vertical andhorizontal line arrangements to be sufficient.

Numerous modifications, variations, and rearrangements can achieveequivalent results, which are intended to be embraced within the spiritand scope of the disclosure.

FIG. 3 depicts an alternative version of a platform or system. FIG. 3shows markings running parallel to the short axis of body 112 andseveral markings running parallel to the long axis. FIG. 3 showslongitudinal markings A 122, B 124, and C 120. These markings extend thecomplete length of body 112. But in some versions, one or more of thesemarkings ends before either end of body 112 or substrate 1000 orplatform 100. In some versions, markings 122, 124, and 120 independentlyextend 50-100% of the long axis length. In other versions, markings 122,124, and 120 independently extend 60-90% of the long axis length.Longitudinal markings 120 divide the platform 100 into a left side and aright side.

In these or other versions, FIG. 3 shows latitudinal markings F 200, G210, H 220, I 230, K 270, L 280, M 290, N 300, and O 310. FIG. 3 alsoshows middle full-length horizontal line (FLHL) D 250, far FLHL J 240,and near FLHL D 260. Middle FLHL may divide the substrate of theguidance device into a far half and a near half. In some versions,markings 200, 210, 220, 230, 240, 250, 260, 270, 280, 290, 300, and 310are auxiliary FLHL and independently extend 50-100% of the short axislength. These markings independently extend 60-90% of the length of theshort axis in some versions. In the versions in FIG. 3, marking 122 sits16 inches from the center longitudinal line. In some versions, marking124 sits 16 inches from the center longitudinal line. Markings 280, 290,300, and 310 sit within 36 cm of an end of body 112 or substrate 1000.In some versions, markings 200, 210, 220, 230 sit within 36 cm of an endof substrate 1000.

In some versions, markings 200, 210, 220, and 230 sit within 36 cm ofbody 112-substrate end, opposite the end with markings 280, 290, 300,and 310. In some versions, markings 120, 122, 124, 126, 128, 129, 130,131, 144, 146, 200, 210, 220, 230, 240, 250, 260, 270, 280, 290, 300,and 310 independently are created with material that sits on the surfaceof substrate 1100. In some versions, one or more of these markings canbe detected by touching with a user's head, nose, pelvis, fingers,hands, feet, or toes. The user can feel the markings. Markings 120, 122,124, 126, 128, 129, 130, 131, 144, 146, 200, 210, 220, 230, 240, 250,260, 270, 280, 290, 300, and 310 may comprise braille markings along anedge of the substrate.

FIG. 3 depicts short longitudinal markings were postural rulings 130,131, 129, and 128. Markings 130, 131, 129, and 128 extend 5-80% or10-30% of the length of longitudinal axis x. In some versions, markings129 and 131 are located 6 inches apart, centered on center or middlefull-length vertical line (FLVL) 120, also called longitudinalcenterline. In these or other exemplars, markings 130 and 128 arelocated 8 inches apart, centered on the longitudinal centerline.

The Teaching Platform System

Reference C & D are raised lines and represent the starting position foreach standing movement. The teacher can measure the students' movementsfrom this vertical position.

The student moves from the vertical position to the 6″ distance tomeasure anatomical hip distance.

The student moves from the 6″ distance to the 8″ distance to measuretheir center of gravity from reference C.

References A & B are used to measure the plumb line of the students'central axis, hips, and heels.

3′ references are used to measure equidistant for the students in asquat position.

4′ references are used to measure the distance for students whensquatting from line D to line I and M.

References O and N with H and G represent parallel and equal pull onboth sides when in a horizontal position to measure the distance fromline C.

In horizontal position with cranium on reference C and F and feet onreference E, teacher or student can measure the distance of gluteuslift.

In horizontal position with toes on reference N, hands on reference H,and cranium over reference C, teacher or student can measureequidistance of students' push-up performance.

With pelvis on reference C and D and heels on reference K,teacher/student can measure torso twist and resistance level.

In the horizontal position on the belly, reference C is used as a rulerto measure the straightness of a student's vertical line.

What is claimed is:
 1. A guidance device comprising: a body having a topsurface including rulings comprising three full-length vertical lines(FLVL), left, right, and middle FLVL, wherein the middle FLVL dividesthe left side of the guidance device from the right side, the left andright FLVL are arranged symmetrically with respect to the middle FLVL,and the left FLVL is arranged asymmetrically with respect to the leftside of the guidance device, and three full-length horizontal lines(FLHL), far, near, and middle FLHL and a bottom surface, wherein therulings are adapted to provide body position targets to the user.
 2. Thedevice of claim 1, wherein the rulings are adapted to provide studentperformance data to an instructor.
 3. The device of claim 1, wherein themiddle FLHL divides the far half of the guidance device from the nearhalf.
 4. The device of claim 3, wherein the near and far FLHL arearranged symmetrically with respect to the middle FLHL and the near FLHLis arranged asymmetrically with respect to the near half of the guidancedevice.
 5. The device of claim 4 further comprising a first auxiliaryFLHL between the near FLHL and the middle FLHL.
 6. The device of claim5, wherein the rulings further comprise first movement rulingssymmetrically spaced from the middle FLVL.
 7. The device of claim 6,wherein the first movement rulings are spaced 4″ from the middle FLVLand labeled with a total distance between the rulings.
 8. The device ofclaim 7, wherein the rulings further comprise second movement rulingssymmetrically spaced from the middle FLVL.
 9. The device of claim 8,wherein the second movement rulings are spaced 3″ from the middle FLVLand labeled with a total distance between the rulings.
 10. The device ofclaim 9, wherein the rulings further comprise two FLHL asymmetricallylocated in the far half of the guidance device.
 11. The device of claim10, wherein the rulings further comprise another FLHL in the far half ofthe guidance device.
 12. The device of claim 11, wherein the rulingsfurther comprise two FLHL asymmetrically located in the near half of theguidance device.
 13. The device of claim 12, wherein the rulings furthercomprise another FLHL in the near half of the guidance device.
 14. Thedevice of claim 13, wherein one of the FLHL located in the near half is12 inches from the bottom edge.
 15. The device of claim 14, wherein oneof the FLHL located in the near half is 17 inches from the bottom edge.